前提・矛盾・再構成過程を用いた授業開発

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  • Development of a class to highlight the premise-contradiction- reconstitution reasoning process
  • ゼンテイ ・ ムジュン ・ サイコウセイ カテイ オ モチイタ ジュギョウ カイハツ

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110009886477

本研究では，前提・矛盾・再構成という過程を用いた授業を実践した．1）題材の探索，2）実験教材の開発，3）実験結果の収録などの準備を行った．学習者の内面にどのような矛盾を創り出すかということに着目した教材の開発を試みた．以下の常識を前提とした．1）同極の磁石は反発する，2）鉄玉は磁石に吸着する，3）水滴は常温ではすぐにはなくならない．試行錯誤の結果，これらの常識を覆す実験装置を実現させることができた．また，実験装置を用いて授業を行った結果，前提・矛盾・再構成過程を用いた授業が展開できた．

In this study, a class was developed to introduce students to a reasoning process that employs the formation of a premise, encountering a contradiction to that premise, and reconstitution of their knowledge after processing that contradiction. The study included the development of experiment teaching materials, preparing experimental activities, and recording observations of student performance of the activities. The teaching materials were designed to challenge learners’ commonly-held notions, thereby setting up contradictions for the learners to process. Students were presented with three situations which appeared to contradict their common sense, involving the following phenomena: 1) like poles of a magnet repel each other; 2) an iron ball is attracted to a magnet; and 3) water does not immediately evaporate at room temperature. Using the experimental equipment produced in the class, students were able to resolve these contradictions, employing the process of premise, contradiction, and knowledge reconstruction.

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